This study aims to examine the effectiveness of the Teams Games Tournament (TGT) learning model integrated with the GASING method in improving elementary school students’ mathematical conceptual understanding. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group structure. The population consisted of all fourth-grade elementary school students, with a sample of 60 students divided into an experimental group and a control group. The instrument used was an essay-based test designed to measure students’ conceptual understanding in mathematics. Data were analyzed through normality and homogeneity tests, followed by an independent sample t-test and N-Gain analysis. The findings reveal a statistically significant difference between students taught using the GASING-based TGT model and those taught through conventional instruction, with a significance value of 0.000 < 0.05. In addition, the experimental group achieved a high level of improvement (N-Gain = 0.73), while the control group showed a moderate increase (N-Gain = 0.41). These results suggest that the integration of the TGT model with the GASING method is effective in enhancing students’ conceptual understanding in mathematics. The study also highlights the potential of this approach as an innovative alternative that promotes more interactive, engaging, and meaningful learning aligned with the demands of 21st-century education.

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